Design Process:
Challenge (5 to 10 minutes)
1. Using Google
Earth/Google Maps (using the Spanish version of Google
https://maps. google. es/maps?hl=es& tab=wl ) on the
projector screen the class will take a look at how
Philadelphia looks from the air, noting the grid layout
typical of many American cities.
2. Ask students: Why would
city planners choose a grid? What are the advantages of a
grid? Are there any disadvantages? Brief class discussion.
3. We then ‘ fly’ from our school to the center
of Seville. Find the hotel we will be ‘
staying’ at - Adriano Hotel, C/Adriano 12.
Investigate (5 minutes)
4. Ask students: How does the
design of the city differ from Philadelphia?
Why is Seville so ‘ chaotic’ compared to
Philadelphia? What could the reasons be? Brief
class discussion.
Frame/Reframe (10 minutes)
5. In
groups of three or four, each group will decide what place
they would like to ‘ visit’ (e. g. museum,
soccer game, bullfight, park, cinema, etc. ) and use
computers to find directions from the hotel to the
attraction using Google Maps in TL. Pay close
attention to the forms of the verbs used, e. g. toma, gira,
continua, and ordinals, e. g. primera, tercera etc.
Generate (30 minutes)
6. In their groups the students
will now use just the map (no plugging in destinations on
computer) to ask each other for directions from one place
to another. The group will take turns in playing the
role of the tourist and the local. The ‘
tourist’ must repeat the directions back to the
‘ local’ to ensure they have got it.
7. After a
couple of turns with different locations each group will
come to the front and pull up their locations on the
projector then ‘ act out’ their roles of
tourist and local with the other member(s) of the group
illustrating the action on the map onscreen. Each
group will present.
8. After presentations each group will
generate a map in TL explaining how to get from one
location in the school to another in TL, e. g. from the
teacher’ s room to the cafeteria, or from the lobby
to the nurse’ s office, etc. Explain to your
students that the idea is that an exchange student has just
arrived from a Spanish-speaking country (e. g. Mexico,
Guatemala) and they speak very little English. How
can we help them find their way around their new
school? How does the design of the map affect
the reader’ s ability to use it effectively?
Does the map have to be hyper realistic like Google
Maps or will a simple graphic representation suffice or
even be easier to use?
Edit & Develop/Share &
Evaluate (20 minutes)
9. Groups will now exchange maps
and see if the ‘ other’ group can use the map
without making any mistakes, walking around the school
trying to follow the directions word for word and very
literally. Are the instructions clear and easy to
follow? Are appropriate ‘
landmarks’ in the right place? After
each group has gone students will return to the class and
make any necessary adjustments to their map/directions.
Finalize
10. Class will try out version 2. 0 of
maps/directions and provide final feedback.